Oasis Academy Broadoak

What Ofsted said

From the inspection on 24 February 2026

Pupils are happy. They have positive friendships with others. Pupils develop their skills and talents, for example in the role of reading ambassadors, eco-warriors or wellbeing champions. Pupils choose to take part in a wide range of clubs, such as boxing, dancing and science. They feel safe and know that staff will listen to their comments, including about their hopes, ideas and any worries they may have. Pupils have a well-developed knowledge of equality and diversity. This helps them to be suitably prepared to be responsible, respectful British citizens. Leaders and staff ensure that pupils with special educational needs and/or disabilities, or other needs, are included in all that the school offers. Each pupil is noticed, welcomed and respected. Staff act to remove barriers to pupils' learning so that they can learn the curriculum well. Pupils know the steps that staff take to support them individually. Overall, in Year 6, pupils' attainment of reading, writing and mathematics is close to the national average. Disadvantaged pupils in Year 6 achieve well. Sometimes, however, in key stage 1, teaching does not ensure that pupils develop their core skills in spelling and handwriting as successfully as they should. In Nursery, Reception and throughout the school, staff develop pupils' love of reading. Leaders provide high-quality library areas, where pupils access books often. Pupils know about the works of authors such as William Shakespeare and Roald Dahl. At times, some pupils do not behave as well as they should in classrooms, around the school building or outdoors. At other times, pupils act positively, including in the Nursery. Throughout the school, issues of bullying are rare. Relationships between staff and pupils, including in lessons, are warm and encouraging. Overall, pupils enjoy school and many attend regularly. However, some pupils are absent from school for long periods.

What the school should improve

• Leaders should ensure that staff sharpen their focus on enabling pupils to secure their core knowledge of spelling and handwriting in key stage 1 so that they are fully ready for the next stage of their education.
• Leaders should make certain that, through the school's personal development programme and consistently effective wider support from staff, pupils meet the school's high expectations for behaviour.
• Leaders should ensure that the rate of persistent absence reduces over time so that all pupils can fully benefit from the school's curriculum and teaching.
• Leaders should strengthen their oversight of the school's work to inform further improvement actions so that pupils, including those in the early years, achieve as highly as possible across the curriculum.

Read the full Ofsted report (opens in a new tab)